THE PEDAGOGICAL WORKSHOP AS AN IN-SERVICE TRAINING STRATEGY: REFRAMING COLLECTIVE PLANNING IN BASIC EDUCATION

Abstract

This article aims to present and discuss the theoretical-methodological guidelines of a pedagogical intervention proposal, structured in the format of a Pedagogical Workshop, aimed at reframing the weekly collective planning in a Municipal Basic Education Unit in Fortaleza, Ceará. The methodology is anchored in the premises of action research and the principles of Participatory Pedagogies, taking the school environment as the primary locus of situated continuing education. The pedagogical proposal was designed based on a previous diagnosis involving 21 teachers of the institution, who pointed out the bureaucratization and the emptying of non-classroom time as the biggest obstacles to professional authorship. As a result, a training program was structured consisting of 6 progressive and dynamic modules, totaling 60 hours in a hybrid regime, which integrate research circles, case studies and the systematic use of pedagogical documentation. It is concluded that the consolidation of the pedagogical workshop, culminating in the collective elaboration of an Institutional Action Plan, acts as a training device capable of breaking with technical rationality and strengthening the identity and autonomy of the child research-teacher.